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HOW TEACHERS MAY USE 

FARMERS' BULLETIN 876, MAKING 

BUTTER ON THE FARM 



E. H. SHINN 

Assistant in Agricultural Education 




UNITED STATES DEPARTMENT OF AGRICULTURE 
DEPARTMENT CIRCULAR 69 



Contribution from the States Relations Service 

(Agricultural Instruction) 

A. C. TRUE, Director 



Washington, D. C. 



WASHINGTON : GOVERNMENT PRINTING OFFICE : ISIS 



TK^i/^ 



IF THE TEACHING OF AGRICULTURE and re- 
lated subjects is to have any permanent influence 
upon community life and practice, it must have vital 
connection with the daily experiences of the pupils 
and must utilize the latest and best information 
available. The teacher must so organize the avail- 
able subject matter that it will touch closely the pu- 
pil's life and experiences. 

In order to give the teacher some material assist- 
ance along these lines, leaflets indicating how teach- 
ers may make use of information contained in pub- 
lications of the United States Department of Agricul- 
ture have been prepared, and it is hoped that they 
may help to improve instruction in agriculture and 
kindred subjects in the schools and directly connect 
it with community interests. 

The leaflets are designed especially for teachers in 
elementary schools, but in many cases will be sugges- 
tive and helpful to teachers in secondary schools, and 
in urban as well as rural schools, depending upon the 
subject matter and the interests of the community 
served by the schools. 



^%i 



HOW TEACHERS MAY USE FARMERS' BULLETIN 876, 
MAKING BUTTER ON THE FARM. 



Range of use. — All rural elementary schools. 

Relation to course of study. — This bulletin may be adapted to the 
general course in elementary agriculture, more especially in the subject 
of dairying and dairy products. It will also be suitable for work in 
home economics and will suggest correlations in other school subjects. 

Illustrative material. — If possible, bring to school shallow pans 
and deep pans and consult the local dealers in separators for a loan 
or a demonstration at the school of one of their separators to illus- 
trate the two methods of cream separation. Perhaps a separator 
may be borrowed from one of the homes in the district. The 
different kinds of churns and other buttermaking equipment may be 
borrowed in the same manner. Butter molds, paper for wrapping 
the package, and cartons may also be brought to the school. Pic- 
tures of the above-mentioned equipment may be clipped from farm 
papers, catalogues, etc., and mounted to use in place of the real equip- 
ment in case some of it can not be secured. 

Topics for study. — I. Extent of farm buttermaking (p. 3.) 

II. Quality and preparation of the cream (pp. 3-10) : (1) The 
first essential for good butter. (2) Why not churn whole milk? 
(3) Methods of separating cream — (a) Gravity separation, such as 
shallow-pan, deep-setting, and water-dilution practice. Discuss 
each and state advantages and disadvantages, (b) Centrifugal 
separation — location of separator, setting up, and operation. W T hen 
will it not work properly? Importance of daily thorough clean- 
ing. (4) Proper richness of the cream. (5) Cooling the cream, 
importance and methods. (6) Ripening the cream: Relation of 
temperature to ripening, result of overripe cream, how cream is 
soured, cause of poorly flavored butter, and relation of temperature 
to growth of bacteria. (7) Starters: What is a starter? Where 
used with best results ? How to make a homemade starter, and how 
to propagate the starter. 

III. The process of churning (pp. 10-14) : (1) The proper tem- 
perature. Upon what does this temperature depend? Results of 
a low temperature. Results of too high temperature — (a) Loss of 
butterfat in the buttermilk, (b) Injury to the quality of the butter 
by too much buttermilk in the butter, " leaky " butter with too much 
moisture, and a weak, salvy body. (2) Preparing the churn — how? 

(3) Pouring the cream into the churn. How done and how much? 

(4) Adding butter color, churning, when done. (5) Difficult churn- 
ing — causes (pp. 18, 19). 

IV. Washing, salting, and working the butter (pp. 14-17) : Ob- 
ject of washing, how done. Preparing the butter worker, amount 

133952°— 19 3 



4 Department Circular 69, U. S. Dept. of Agriculture. 

of salt to be used, necessity of proper working, results of overworked 
butter, and results of underworked butter. 

V. Butter packages (p. 17) : (1) For home use. Objections to 
glazed crocks. (2) For mauket. The 1-pound print. Advantages. 
How made? The wrapping, the carton, care after being put into 
package, and care of the churning utensils. 

VI. Equipment for farm buttermaking (p. 20) : Discuss each uten- 
sil enumerated. How does this list compare with the average farm 
equipment for buttermaking? 

VII. Summary of the steps in buttermaking (pp. 22-23) : 
Practical exercises. — The lessons in home buttermaking should 

lead eventually to home practice in buttermaking. A buttermaking 
demonstration should be arranged at the school with the assistance 
of the county demonstrator. In this demonstration the various steps 
in the process should be shown and explained. The pupils should 
then follow out the process at home, and make reports on it. 

The relative efficiency of the shallow-pan and deep-setting methods 
of cream separation can be shown by using the same quantities of 
milk in a small shallow pan and in a tall straight jar. A half- 
gallon fruit jar will serve very well. In case separators are found 
at the homes of some of the pupils reports on their use can be made. 

Discussions about the various kinds of churns in the district and 
their relative importance will prove profitable. 

A stijdy of the various methods of preparing butter packages 
should be made. 

If possible, make a field trip to a dairy farm where butter is made 
or to a creamery to study the methods of making and handling 
butter. Note carefully the methods used in keeping utensils clean 
and in a sanitary condition. 

Correlations. — The class in homemaking may profitably discuss 
buttermaking and the uses of butter in cookery. 

Language: The language class may be required to make written 
reports on field trips, methods of buttermaking, and how to operate 
a separator. A booklet on buttermaking, illustrated and carefully 
bound, may be prepared covering essentially the topics included in 
these lessons. 

Geography : Locate the buttermaking sections of the United States ; 
of your State. On a county map locate the creameries, and dairy 
herds. Where are the markets for the butter produced in the dis- 
trict? 

Arithmetic: If a cow produces 500 pounds of milk per month, 
churning 4^ per cent butter, what will be the profit when butter sells 
at 50 cents per pound and cost of feed and pasture is $7.50 per 
month, allowing $5 for the value of the skim milk and buttermilk ? 

o 



Gay lord Bros. Inc. 

Makers 
Syracuse, N. Y. 

PAT. JAN 21, 1908 



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